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网络欺凌中大学生旁观行为的影响因素：基于群体互动视角*
The Influencing Factors of Bystander Behaviors in Cyberbullying among College Students: Based on the Perspective of Group Interaction
网络欺凌是受害者、欺凌者与旁观者的三元互动。在群体互动的背景下，基于唤醒：成本-回报模型，考察网络欺凌中大学生旁观行为的影响因素。对200名大学生进行情境实验，探究受害者自我披露、欺凌严重性、社会距离及其三元交互效应对网络欺凌旁观行为的影响。结果表明：（1）受害者自我披露隐私性越低，大学生的旁观行为越积极；（2）受害者与旁观者社会距离越近，大学生的旁观行为越积极；（3）受害者自我披露、欺凌严重性、社会距离对旁观行为的三元交互效应显著。在高隐私性披露条件下，旁观者对严重性较高欺凌事件中近距离受害者的旁观行为更积极；在低隐私性披露条件下，无论欺凌严重性高或低，旁观者对近距离受害者的旁观行为均更积极。
Cyberbullying refers to a form of repeated harassment that uses electronic information communication tools. Specifically, individuals can insult, threaten, defame, harass, or isolate others by posting comments, uploading photos or videos, or sending instant messages. College students, who frequently use the internet or social media for interpersonal communication, are more prone to experiencing cyberbullying. Previous studies have indicated that college students who suffer from cyberbullying may exhibit anxiety, depression, academic difficulties, and in severe cases, even suicidal ideation. Cyberbullying is usually described as a group interaction process that includes not only the binary interaction between the bullies and victims, but also bystanders who witness the bullying. Generally speaking, negative bystander behaviors can exacerbate cyberbullying, while positive bystander behaviors can prevent further deterioration. Previous studies have pointed out that intervention measures for cyberbullying should focus on the interaction process among victims, bullies, and bystanders, rather than targeting a single group or role. Therefore, it is necessary to factors that influence bystander behaviors from the perspective of group interaction. In addition, studies have indicated that bystander intentions are not equivalent to their behaviors, participants may report intentions but not engage in corresponding behaviors. However, few studies have clearly distinguished between bystander intentions and behaviors, which may fail to provide constructive intervention strategies.
The present study aimed to examine the influential factors of bystander behaviors in cyberbullying among college students from the perspective of group interaction and the arousal: cost-reward model, exploring the roles of self-disclosure (victims/arousal), bullying severity (bullies/cost), and social distance (bystanders/reward).
Prior to conducting the formal experiment, we evaluated the experimental materials through a pre-experiment. The formal experiment presents cyberbullying situations through video methods. Two hundred college students (Mage = 21.20, 48.50% boys) were assigned to eight different experimental conditions to explore the influences of victims’ self-disclosure, severity of cyberbullying, and social distance towards bystander behaviors on cyberbullying. Self-disclosure and severity of cyberbullying were divided into high and low groups based on the results of the pre-experiment. Social distance was manipulated in the experiments: participants in the distant group observed the victim as a stranger, while participants in the close group were informed that the victim was a friend of theirs.
The results showed that: (1) Lower level of victim’s self-disclosure resulted in more positive bystander behaviors in cyberbullying: F(1, 24) = 24.38, p <.001, η2=.12; (2) Closer social distance between victims and bystanders resulted in more positive bystander behavior in cyberbullying: F(1, 24) = 66.21, p <.001, η2 =.26; (3) The three-way interaction effect of victim’s self-disclosure, severity, and social distance towards bystander behaviors on cyberbullying was significant: F(7, 192) = 10.11, p <.01, η2 =.05. When the victim’s self-disclosure was higher, in the high-severity events, the bystander behaviors were more positive towards the closer victims compared with the distant victims (F(7, 192) = 62.96, p <.001, η2 =.33). In the low-severity events, there was no significant difference between the closer victims and the distant victims (F(7, 192) =.08, p >.05, η2 =.04). When the victim’s self-disclosure was lower, bystanders’ behaviors were more positive towards the closer victim regardless of whether bullying severity was high (F(7, 192) = 32.93, p <.001, η2 =.17) or low (F(7, 192) = 10.16, p <.01, η2 =.05).
Overall, the present study is grounded in the perspective of group interaction and the arousal-cost-reward model of cyberbullying. Using experimental methods, this study comprehensively examines the impact of self-disclosure, bullying severity, social distance, as well as their interactions on bystander behaviors. The results provide a novel approach to intervening in bystander behaviors in cyberbullying.
大学生 / 受害者自我披露 / 欺凌严重性 / 社会距离 / 网络欺凌旁观行为
cyberbullying / victims’ self-disclosure / severity / social distance / bystander behaviors
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Although the Internet has transformed the way our world operates, it has also served as a venue for cyberbullying, a serious form of misbehavior among youth. With many of today's youth experiencing acts of cyberbullying, a growing body of literature has begun to document the prevalence, predictors, and outcomes of this behavior, but the literature is highly fragmented and lacks theoretical focus. Therefore, our purpose in the present article is to provide a critical review of the existing cyberbullying research. The general aggression model is proposed as a useful theoretical framework from which to understand this phenomenon. Additionally, results from a meta-analytic review are presented to highlight the size of the relationships between cyberbullying and traditional bullying, as well as relationships between cyberbullying and other meaningful behavioral and psychological variables. Mixed effects meta-analysis results indicate that among the strongest associations with cyberbullying perpetration were normative beliefs about aggression and moral disengagement, and the strongest associations with cyberbullying victimization were stress and suicidal ideation. Several methodological and sample characteristics served as moderators of these relationships. Limitations of the meta-analysis include issues dealing with causality or directionality of these associations as well as generalizability for those meta-analytic estimates that are based on smaller sets of studies (k < 5). Finally, the present results uncover important areas for future research. We provide a relevant agenda, including the need for understanding the incremental impact of cyberbullying (over and above traditional bullying) on key behavioral and psychological outcomes.PsycINFO Database Record (c) 2014 APA, all rights reserved.
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Cyberbullying often happens in the presence of bystanders whose behaviors play a key role in changing dynamics of the situation. To examine the factors influencing cyberbystander likelihood of intervening in cyberbullying on social media, a 2 (degree of cyberbullying severity: high vs low) × 2 (level of interpersonal similarity: high vs low) between-subjects experiment was conducted ( N = 132). Results indicated that cyberbystanders’ empathic responses depended on the severity of cyberbullying. The more empathy bystanders felt, the more likely they were to publicly and privately intervene. Moreover, the indirect effect of cyberbullying severity on willingness to intervene through empathy was more pronounced when the interpersonal similarity between victim and cyberbystander was low, rather than it was high.
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